Relevant bibliographies by topics / School leadership coaching

Academic literature on the topic 'School leadership coaching'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "School leadership coaching"

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Cerni, Tom, Guy J. Curtis, and Susan H. Colmar. "Executive coaching can enhance transformational leadership." International Coaching Psychology Review 5, no. 1 (March 2010): 81–85. http://dx.doi.org/10.53841/bpsicpr.2010.5.1.81.

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Objectives:Epstein’s (1998) Cognitive-experiential Self theory (CEST) suggests that all behaviour is guided by two different processing systems – the rational and experiential. This brief report presents results of a study looking at the impact of a 10-week coaching intervention programme based on Epstein’s CEST theory on transformational leadership among 14 secondary school principals.Design:Set up as a pre-test, post-test control-group research design, the present study tested whether changes to CEST information-processing systems could bring about changes in leadership style.Method:School principals in the intervention group focused on developing their rational system and constructive elements of the experiential system. At the commencement of the coaching intervention programme all school staff in the 14 schools were invited to rate their school principal using the MLQ (5X) questionnaire.Results:The results of a 10-week coaching intervention programme showed that there was a significant difference between the pre-test and post-test scores for the intervention group, as rated by their school staff. The control group remained unchanged. Qualitative results indicate that the school principal in the intervention group became more reflective about their thinking processes and leadership practices.Conclusion:This study provides initial evidence that by creating changes to rational and constructive thinking, it is possible to increase coachee’s use of transformational leadership techniques.
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Lochmiller, Chad R. "Coaching Principals for the Complexity of School Reform." Journal of School Leadership 28, no. 2 (March 2018): 144–72. http://dx.doi.org/10.1177/105268461802800201.

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This multi-case qualitative study describes how leadership coaches working in a university-based coaching program provided support to school principals in three urban elementary schools in the western United States. Drawing on qualitative data collected during a single school year, the study examines which issues leadership coaches prioritized and how they provided coaching support. A thematic analysis of the data produced four findings. These findings suggest that coaches focused their work on classroom instruction and adopted differentiated responses to support based on principal and school needs. The article concludes by discussing the implications for leadership preparation and school reform.
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Bang, Won Seok, Wee Kuk Hoan, Ju Young Park, and Nagireddy gari Subba Reddy. "Modeling the Nonlinearities Between Coaching Leadership and Turnover Intention by Artificial Neural Networks." SAGE Open 12, no. 4 (October 2022): 215824402211268. http://dx.doi.org/10.1177/21582440221126885.

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This present work uses artificial neural networks (ANNs) to examine the association between various dimensions of coaching leadership and turnover Intention. The coaching leadership data were collected from 194 employees across multiple schools in Korea. The ANN models are capable of higher predictive accuracy than conventional linear regression analysis. An individual ANN software was developed to predict and evaluate the relative importance of input variables on turnover intention. Furthermore, we identified the nonlinear relationship by performing a sensitivity analysis on the model. Based on the results, we concluded that coaching leadership strongly affects teachers’ attitudes toward not leaving their school. The graphical illustration of results provided strong evidence of nonlinear and complexity, suggesting that ANN models can recognize the relationship between coaching leadership dimensions with turnover Intention.
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Boon, Zoe Suan Loy. "Coaching: an approach for leadership development in the Singapore education system." International Journal of Mentoring and Coaching in Education 11, no. 1 (October 1, 2021): 89–103. http://dx.doi.org/10.1108/ijmce-09-2021-0089.

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PurposeThis paper aims to explore coaching as an approach to developing school leaders in the Singapore education system. It takes a close look at the nature of coaching experiences of beginning principals and principal-trainers, as well as the related benefits and challenges.Design/methodology/approachA qualitative inquiry approach was adopted, and four beginning principals and three principal-trainers were interviewed. An emergent coding method was deployed in data analysis.FindingsBeginning principals described a positive, helpful and empowering coaching experience when coached by principal-trainers. The latter skillfully asked questions in a safe, non-threatening space for deeper self-reflection. In the process, beginning principals gained greater self-awareness and self-empowerment, and appreciated the shared context of school leadership. While coaching is a useful leadership development approach, inherent implementation challenges were identified.Research limitations/implicationsCoaching as a system-wide strategy to support school leaders in Singapore has only recently been implemented. Further research using a larger sample is recommended as coaching becomes more pervasive.Practical implicationsThe findings revealed a compelling case for a more pervasive adoption of coaching as an approach to support leadership development. Coaching facilitates effective school leadership, and there is scope for self-coaching, peer coaching and coach supervision of principals, middle leaders and classroom teachers.Originality/valueThis paper highlights the nature and positive impact of principalship coaching within a specific policy and cultural context of the Singapore education system. It adds to the body of literature on principal preparation, development and support.
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Hashim, Ayesha K. "Coaching and Districtwide Improvement: Exploring the Systemic Leadership Practices of Instructional Coaches." Teachers College Record: The Voice of Scholarship in Education 122, no. 10 (October 2020): 1–44. http://dx.doi.org/10.1177/016146812012201005.

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Background Many school districts are relying on instructional coaches to improve teaching and learning under the Common Core State Standards (CCSS). Yet we know very little about how coaches exercise systemic leadership to support districtwide improvements in instruction. Purpose In this study, I broadly define systemic leadership as efforts to coordinate multiple reform goals with school improvement strategies and classroom instruction, and to build institutional knowledge and collaborative structures for scaling up instructional change. I used social-network theory and the concept of brokering to study the systemic leadership practices of Digital Learning Coaches (DLCs) in the Peterson Unified School District (PUSD, a pseudonym), a midsized urban district that distributed iPads and laptops to schools in the 2014–15 school year for CCSS instruction. Research Design I used an explanatory sequential research design to examine how DLCs engaged educators at all organizational levels of PUSD to support systemic change. I collected social-network data to map communication networks in the district and how DLCs brokered information in these networks. I then conducted a multiple case study of three DLCs in six elementary schools to characterize the quality of systemic leadership exercised by DLCs through their brokering exchanges and the organizational factors informing their leadership. Findings I find that DLCs brokered information in a siloed, top-down manner from the central office into schools, guiding teachers on how to integrate technology with instruction but failing to coordinate this support with other CCSS resources popular among school leaders and teachers. Consequently, DLCs struggled to build coherence around the use of technology with school goals for improvement, provide instructional support to a broad footprint of teachers, and discover and share novel uses of technology developed by teachers. The organizational context of the central office and its schools informed DLC brokering, with top-down hierarchies, organizational silos, principal leadership, and the experience, goals, and training of DLCs influencing how these coaches engaged educators. Conclusions My findings suggest that district leaders should provide explicit guidance, resources, and more time for instructional coaches to demonstrate leadership in support of systemic change. I also show that instructional coaching is dependent on the organizational context of schools, suggesting that there will be local variation in the leadership outcomes that coaches achieve in practice and that district leaders should account for pertinent factors such as principal leadership, school structures for teacher collaboration, and school-reform readiness when developing coaching programs.
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Lochmiller, Chad R., and Jennifer R. Karnopp. "The politics of coaching assistant principals: exploring principal control." International Journal of Mentoring and Coaching in Education 5, no. 3 (September 5, 2016): 203–20. http://dx.doi.org/10.1108/ijmce-02-2016-0015.

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Purpose – The purpose of this paper is to explore how school principals influenced or controlled leadership coaches working with assistant principals in urban secondary schools. Design/methodology/approach – This longitudinal qualitative case study drew upon semi-structured interviews and program documents obtained from participants in a university-based leadership coaching program across three academic years. The study included 22 total participants, including ten assistant principals, nine leadership coaches, and three program staff. Findings – A thematic analysis of the data produced three themes. First, principals controlled coaches’ work with assistant principals both directly and indirectly. Second, the extent of principal control influenced how coaches developed a confidential relationship with the assistant principals and what strategies they used to preserve the confidential nature of the coaching relationship. Third, the focus of the coaching support evolved in response to the assignment of responsibilities and duties to the assistant principals, which were largely outside the assistant principal and leadership coach’s control. The absence of alignment between coaching priorities and leadership responsibilities frustrated coaches. Originality/value – The findings from this study make two significant empirical contributions to the literature. First, the study provides critical new insights about the extent to which politics generated by principals and administrative teams may influence the work of leadership coaches. Second, the study contributes to the sparse literature about leadership coaching for assistant principals, particularly those working in secondary school settings in the USA.
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Yanti, Desmi. "KEPEMIMPINAN KEPALA SEKOLAH DALAM PEMBINAAN DI BIDANG KESISWAAN." Manajer Pendidikan: Jurnal Ilmiah Manajemen Pendidikan Program Pascasarjana 13, no. 3 (January 25, 2020): 230–42. http://dx.doi.org/10.33369/mapen.v13i3.10100.

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This qualitative study described how the leadership of the school principal on coaching students. The data were collected by observation, interview, and documentation. The results showed that the leadership of the school principal on coaching students is all ready well planned, even there are some lacks and needs improvement.
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Miller, Rebecca J., Elizabeth Wargo, and Ian Hoke. "Instructional Coaching: Navigating the Complexities of Leadership." Journal of Cases in Educational Leadership 22, no. 3 (May 9, 2019): 16–27. http://dx.doi.org/10.1177/1555458919848134.

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This case provides opportunities for school leaders, including coaches, to examine ways to lead learning and build teacher capacity. Told from the perspective of a newly hired elementary instructional coach in a suburban district experiencing rapid growth, the intent of this case study is to explore how leaders and coaches can work together to develop collaborative learning experiences that cultivate reflection and professional growth among all teachers. In addition, school leaders using this case should examine the conditions and resources necessary to build strong professional communities that maximize student learning.
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van Nieuwerburgh, Christian, Margaret Barr, Chris Munro, Heather Noon, and Daniel Arifin. "Experiences of aspiring school principals receiving coaching as part of a leadership development programme." International Journal of Mentoring and Coaching in Education 9, no. 3 (May 27, 2020): 291–306. http://dx.doi.org/10.1108/ijmce-11-2019-0107.

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PurposeThis paper adds depth to our understanding of how coaching works by exploring the experiences of 14 aspiring school principals who received one-to-one leadership coaching as part of a leadership development programme.Design/methodology/approachThis study adopts a phenomenological approach. Individual semi-structured interviews were conducted with the participants. Thematic analysis was used to code the data and identify themes.FindingsThis paper reports on four themes based on the experiences of the participants: having time to reflect, feeling safe to explore, focussing on what's important for me and experiencing positive emotions.Research limitations/implicationsThe findings are unique to the participants who volunteered to take part in this study and therefore not representative of a general population of aspiring educational leaders. Further research is needed into the possible benefits of coaching to support educators undergoing leadership training.Practical implicationsThe findings raise a potential dilemma within the teaching profession about the use of educators' time; while they need to give time and attention to multiple stakeholders, they also need to protect time for their own development and self-reflection. Based on the reported experiences of the participants in this study, it is recommended that coaching be considered a component of professional development for educational leaders.Originality/valueThis paper adds to the growing research base for coaching in education, providing a unique insight into the experiences of aspiring school principals who received one-to-one leadership coaching as part of a leadership development programme.
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Matthews, Nancy. "Experiencing Leadership Like a Coach." Notes from the Field 51, no. 2 (January 9, 2017): 899–905. http://dx.doi.org/10.7202/1038608ar.

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This note is a reflection on experiences as an educational leader, as well as provides a perspective on educational leadership, based on professional reading. It offers the metaphor of the coach, initiating a case for using a coaching philosophy as a model for a sustained form of leadership. It invites the reader to consider that with a game plan and a coaching mindset, a school can reach its full potential.
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Dissertations / Theses on the topic "School leadership coaching"

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Thygesen, Gregory William D. "Bringing modern leadership theory to coaching high school sport." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59488.pdf.

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Motsohi, Peggy Nomsa. "Executive coaching for school principals : a qualitative evaluation study of an executive coaching programme for school principals." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20755.

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Thesis (MPhil)--Stellenbosch University, 2012.
Purpose: The study was a qualitative evaluation on the impact of executive coaching as an intervention in improving the leadership capabilities of school principals. It was a pilot study of underperforming schools selected by the Gauteng Department of Education (GDE) project. The coaching intervention provided for one-on-one coaching for school principals and team coaching. The target group was thirty school principals, selected from underperforming primary and secondary schools in the Gauteng Province of South Africa. The GDE determined that school leaders and their teams, besides being confronted with many challenges of overcrowding and poor infrastructure, lack leadership capability and this negatively affects the quality of teaching and management of the schools. Compared to other leadership coaching interventions in schools in South Africa, this coaching intervention included team coaching (the management teams were coached with their principals), making it a unique feature of this coaching intervention. Design/methodology/approach: The evaluation study used qualitative methodology with an empirical design; based on an interpretative and inductive approach. The research focused on behavioural change, level three of Kirkpatrick’s evaluation model (1959). The participants’ reactions to the coaching intervention were also sought (level one of Kirkpatrick’ evaluation model). The sample used came from thirty underperforming schools identified by GDE using specific criteria. The main sample consisted of four principals from schools allocated to the researcher who was also one of the coaches. A supplementary sample of two principals from the same cohort was selected, but the researcher did not coach these. Landelahni Leadership Development Company (LLD), the contracted consultant for the project, selected the coaches. The data collected were 360-degree feedback, field notes from the coach and semi-structured interviews. The three data types were used to triangulate for control of error, as the researcher was an insider. Findings: The main findings demonstrated a positive impact of the executive coaching on the leadership capability of the school principals. The three sources of data in sample X (principals coached by the researcher) are complementary and indicated a positive behavioural shift and change in all four principals, confirmed by sample A (the principals not coached by the researcher), also indicating a positive behavioural shift in the interview data. The positive behavioural change addressed level three of Kirkpatrick’s evaluation model (1959). Overall, the coaching intervention raised awareness and behavioural change relating to management such as increased delegation and working more with their teams. Participants’ responses were positive with all six principals and teams recommended the continuation of the intervention and rollout to other schools. However, the findings indicate the principals still need to make more changes in their leadership approach. The key areas of concern are teaching deliverables and the facilitation of team dynamics; for example, conflict management. v The extent of the behavioural change was limited by the short duration of the coaching intervention. Research limitations: The key limitation is the fact that the researcher was the coach for this coaching intervention and an insider researcher. As typical of qualitative research, the sample was small and therefore the findings are not generalisable, but may be useful in similar contexts. Future research considerations: For future research, doing such a coaching evaluation study, a design, which enables evaluation of the impact on the learners’ outcomes, should be adopted. Contribution of the study: The study adds to the body of qualitative evaluation and empirical research in the coaching profession of which there are a limited number of studies. The findings may also provide strategic input for the GDE’s decision on whether to rollout the coaching intervention to other schools.
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Kehn, Eric L. "A Study of Coaching in the Context of School Wide Professional Development." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163301.

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What are the most effective coaching practices in the context of school-wide professional development? Teacher coaching is onsite professional development aimed at working with teachers with what they need most. Although coaching holds much promise, there is little agreement surrounding the role of the coach and what the coach should be doing in the context of school-wide professional development to make the greatest impact on teacher practices. The purpose of this study is to explore practices that contribute to a change in teacher instructional practices relating to four major components: (1) Leadership Team; (2) Whole School Coaching; (3) Group Coaching; (4) Teacher Coaching; to determine the relationship between these four components; to offer a comprehensive teacher coaching model. Due to the complex nature of change, this research is seated in the context of change variables such as environment, management, coaching styles, and change theory.

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Lackritz, Anne D. "Leadership Coaching| A Multiple-Case Study of Urban Public Charter School Principals' Experiences." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10263844.

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This multi-case study seeks to understand the experiences of New York City and Washington, DC public charter school principals who have experienced leadership coaching, a component of leadership development, beyond their novice years. The research questions framing this study address how experienced public charter school principals describe the impact of leadership coaching practices on their leadership development, as well as how they describe their own leader identity construction through the process of coaching.

The education sector faces a shortage of highly skilled leaders in addition to a leadership retention crisis. Leadership coaching, used for decades in the business sector, is becoming more commonly practiced in the education sector as a way to support and develop school principals. Although research on leadership coaching for traditional public school principals has emerged over the past decade, there is a lack of research on leadership coaching for public charter school principals. In addition, the existing research on leadership coaching for public school principals is focused primarily on novice school principals. Thus, this study extends this body of research beyond traditional public school principals and novice principals to the experienced school principals in public charter schools in order to ensure that their perspectives and experiences of leadership coaching are incorporated into the literature.

Eight public charter school principals were selected for participation in the study, with data collected through interviews, documents, and artifacts shared by the participants. The findings of the study are presented within the following three main themes: the coaching process, the impact of coaching, and the principal leader identity construction. Interpretation of these findings highlights inconsistency between participants’ experience of the leadership coaching process and the literature as well as well as consistency with research on the impact of coaching. Furthermore, through artifact analysis and participant reflection, this research offers evidence that leadership coaching supports the process of leader identity construction, thus extending the literature on leadership coaching for school principals.

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Harmeier, Michelle. "The Impact of Coaching on the Leadership Practices of California Public School Superintendents." Thesis, Brandman University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10132033.

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The role of public school superintendent is complex, challenging, political, and sometimes volatile. A shortage of candidates has plagued California during the past 10 years, due to high turnover rates resulting from the fallout of the NCLB punitive reform measures, increasing baby boomer retirements, and a reluctance of district leaders to step up to this demanding position. This top leadership role is unlike any other in K-12 education, due to the responsibilities with outside constituents and the advisory relationship with the school board. The purpose of this qualitative study was to document and explore the experiences of California public school superintendents who participated in leadership or executive coaching as a form of professional development and support while serving in this position. Data was collected through interviews with superintendents who agreed to participate. These interviews were transcribed and coded through the lens of the eight AASA Professional Standards for the Superintendency. This study sought to determine the efficacy of coaching as a support tool for superintendents with respect to their ability to lead in their positions. The coded results of the interviews were focused on the eight standards that included: 1) Strategic Leadership and District Culture, 2) Policy and Governance, 3) Communications, 4) Leadership and Organizational Management and School Finance, 5) Curriculum Planning ad Development, 6) Instructional Management, 7) Staff Evaluation and Personnel Management, 8) Values and Ethics. The qualitative components of the study were gathered through purposive sampling. Email invitations to participate were sent to targeted superintendents in seven counties in California. Analysis of the data revealed that superintendents who participated in leadership or executive coaching received a blended model of coaching which included mentoring and coaching strategies. All of the superintendents in this study received support in more than one of the eight areas of the AASA Professional Standards for the Superintendency. The study revealed that coaching supported superintendents in all of the eight standard areas. Retired superintendents provided all of the coaching support, except in one case. Every superintendent had a positive experience with coaching support.

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Theurer, Pamela J. "A Leadership Portrait of Janet Baker: Twenty-Three Years of District Leadership." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin157357272147207.

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Snowden, Denise Arla. "Leading School Turnaround: The Lived Experience of Being a Transformation Coach." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337896671.

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Thoman, Sarah E. "Evaluation of the Psychometric Properties of the Systems Coaching Survey." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7970.

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This study aimed to provide evidence for the reliability and validity of the Systems Coaching Survey (SCS). Systems coaching is an approach to building capacity among groups of educators to drive educational reform efforts by employing seven interdependent sets of skills (interpersonal communication, data-based problem solving, team facilitation, content knowledge dissemination, leadership, professional learning, evaluation). The SCS was designed to measure educators’ skills to facilitate implementation of a multi-tiered system of supports (MTSS). The 41-item survey was piloted nationally in the spring of 2017 by 1,060 educators across 180 schools in six U.S. states who had responsibilities for facilitating MTSS practices in their schools. This study used multilevel confirmatory factor analysis to examine the construct validity and reliability of the tool at the educator and school levels. Results indicated support for seven factors at the educator level representing the seven systems coaching skill sets, and one between-level factor labeled School Context. Congeneric reliability estimates were in the acceptable to high ranges. Implications for future research on the SCS and use of the tool in practice are discussed.
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Hickling, Alexandra K. "Teacher Leadership Implementation: Change Agents in a Large Urban School District." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862874/.

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Education reform initiatives continue to push schools to improve methods of measuring accountability intended to improve student achievement in the United States. Federal programs like the Teacher Incentive Find (TIF) provide school districts with funds to develop and implement school accountability and leadership programs. Teacher leadership is one of the concepts being formally developed amongst these initiatives. My applied thesis project focused on work I conducted with a team of researchers at American Institutes for Research, where we evaluated a teacher leadership program in its third year of implementation. Teacher leadership is facilitated through distributive leadership. School leaders distribute responsibilities that provide teachers with opportunities to extend their expertise outside of their own classrooms. My thesis explores teacher leadership roles and investigates implementation across the client school district. It also discusses how particular anthropological theories about communities of practice, learning, and identity can provide a foundation for conceptualizing teacher leadership implementation and the social interactions between program actors.
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Parman, Kristan D. "School Reform and Coaching| Identifying Structures for Successful Implementation of a Data Informed Decision-Making Program." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722773.

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During the past 50 years, the landscape of education shifted from a rank order model to a system where all students are expected to achieve at a minimum level. This led to reforms in the way schools operate and teachers teach. One change to teaching is the use of data to inform instructional practices and student groupings. The need for teachers to increase their data use and change their instruction has prompted the need for professional development practices to be more effective. Coaching has been shown to be an effective professional development strategy to help teachers transfer new skills into their practice. This mixed-methods study examined one urban school district’s two-year attempt to implement a data informed decision-making model of instruction in 20 schools through the use of instructional coaches. The study used two data sets—archival literacy benchmark scores and coach surveys—to identify a purposive selection of interview participants. The interviews were conducted to determine what structures and factors increased the implementation of the data informed decision-making initiative. Findings indicate professional development and leadership structures were needed for successful implementation of the data initiative. Results of this study showed the factors of trust, focus, coach-principal relationship, and assessment literacy contributed to the coaches’ ability to implement the data initiative successfully.

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Books on the topic "School leadership coaching"

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Ellison, Jane. Effective school leadership: Developing principals through cognitive coaching. Norwood, MA: Christopher-Gordon Publishers, 2006.

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Leadership coaching for educators: Bringing out the best in school administrators. Thousand Oaks, CA: Corwin Press, 2007.

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DeWitt, Peter M. Coach It Further: Using the Art of Coaching to Improve School Leadership. 2455 Teller Road, Thousand Oaks California 91320: A SAGE Company, 2019. http://dx.doi.org/10.4135/9781071872703.

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The coach's craft: Powerful practices to support school leaders. Oxford, OH: Learning Forward, 2011.

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National Staff Development Council (U.S.), ed. RESULTS coaching: The new essential for school leaders. Thousand Oaks, CA: Corwin Press, 2010.

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Palestini, Robert H. Practical leadership strategies: Lessons from the world of professional baseball. Lanham, Md: Rowman & Littlefield Education, 2010.

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Be a changemaster: 12 coaching strategies for leading professional and personal change. Thousand Oaks, Calif: Corwin Press, 2012.

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Ozzie's school of management: Lessons from the dugout, the clubhouse, and the doghouse. New York: Times Books, 2012.

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Impact Coaching: Scaling Instructional Leadership. Corwin, 2018.

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Hayes, Carolee, and Jane Ellison. Effective School Leadership: Developing Principals Through Cognitive Coaching. Rowman & Littlefield Publishers, Incorporated, 2013.

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Book chapters on the topic "School leadership coaching"

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Huffington, Clare. "Leadership and governance: leadership pairs coaching." In Sustaining Depth and Meaning in School Leadership, 116–31. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Tavistock clinic book series: Routledge, 2020. http://dx.doi.org/10.4324/9781003015901-6.

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Munro, Chris, Margaret Barr, and Christian van Nieuwerburgh. "Creating coaching cultures in schools." In Sustaining Depth and Meaning in School Leadership, 226–45. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Tavistock clinic book series: Routledge, 2020. http://dx.doi.org/10.4324/9781003015901-11.

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DeWitt, Peter M. "Gavin “Accepts” Coaching." In Coach It Further: Using the Art of Coaching to Improve School Leadership, 19–30. 2455 Teller Road, Thousand Oaks California 91320: A SAGE Company, 2019. http://dx.doi.org/10.4135/9781071872703.n6.

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DeWitt, Peter M. "Beginning a Coaching Relationship." In Coach It Further: Using the Art of Coaching to Improve School Leadership, 1–18. 2455 Teller Road, Thousand Oaks California 91320: A SAGE Company, 2019. http://dx.doi.org/10.4135/9781071872703.n5.

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Jackson, Emil, and Andrea Berkeley. "Executive coaching for the hidden realities of life as a school leader." In Sustaining Depth and Meaning in School Leadership, 97–115. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Tavistock clinic book series: Routledge, 2020. http://dx.doi.org/10.4324/9781003015901-5.

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DeWitt, Peter M. "Gavin Becomes More OPEN to Coaching." In Coach It Further: Using the Art of Coaching to Improve School Leadership, 55–72. 2455 Teller Road, Thousand Oaks California 91320: A SAGE Company, 2019. http://dx.doi.org/10.4135/9781071872703.n8.

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DeWitt, Peter M. "Fostering a Supportive School Climate." In Coach It Further: Using the Art of Coaching to Improve School Leadership, 31–54. 2455 Teller Road, Thousand Oaks California 91320: A SAGE Company, 2019. http://dx.doi.org/10.4135/9781071872703.n7.

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Ylimaki, Rose M., and Lynnette A. Brunderman. "Values, Culture and Context." In Evidence-Based School Development in Changing Demographic Contexts, 43–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_3.

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AbstractThis chapter presents our conception of culture for school development, including broader cultural aims and humanistic values of education for an increasingly multicultural society reflected in the micro-organizational culture of schools and the sub-culture of the leadership team. Specifically, drawing on the International Successful School Principalship Project (ISSPP) research, related studies, and education theory, we defined culture as the values, beliefs and norms of behavior embedded within the individual, the leadership team, the organization, and the larger community. The balance of the chapter presents application of theory and practice in the Arizona project (AZiLDR) as well as lessons learned. The chapter illustrates the critical importance of culture to readiness for school development. Often, during the project, teams were at different stages of readiness, resulting in the need to spend time building and solidifying the culture. In schools with less readiness, we found the diffusion process to progress much more slowly. We saw these schools existing in the Zone of Uncertainty much longer. We describe our process to develop school culture through leadership teams, using the AZiLDR delivery system of institutes, regional meetings and on-site coaching. Example case studies and activities are provided.
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DeWitt, Peter M. "Priority III—Student and Community Engagement." In Coach It Further: Using the Art of Coaching to Improve School Leadership, 145–62. 2455 Teller Road, Thousand Oaks California 91320: A SAGE Company, 2019. http://dx.doi.org/10.4135/9781071872703.n13.

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DeWitt, Peter M. "Priority II—Communication." In Coach It Further: Using the Art of Coaching to Improve School Leadership, 125–44. 2455 Teller Road, Thousand Oaks California 91320: A SAGE Company, 2019. http://dx.doi.org/10.4135/9781071872703.n12.

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Conference papers on the topic "School leadership coaching"

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Priyanti Pujihandayani, Rivolan. "Development Coaching Model of Through School Improve Professionals Teacher In Vocational High School." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.49.

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Spence, Kate. "Adjusting School Systems by Walking the Talk: Social Justice Through Leadership and Coaching." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1579018.

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Spence, Kate. "Instructional Coaching in Rural White Middle Schools: Collaborative Leadership for Social Justice and Equity." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691697.

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Reports on the topic "School leadership coaching"

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Emerson, Sue, Lesley Ferkins, Gaye Bryham, and Mieke Sieuw. Young People and Leadership: Questions of Access in Secondary Schools. Unitec ePress, September 2016. http://dx.doi.org/10.34074/ocds.0291.

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There is seemingly an abundance of leadership opportunities available to youth within school environments, including sport captaincy, sport coaching, prefect roles, and assigned arts or cultural leadership. For many students, the opportunity to captain a sports team, or lead an event or activity is perceived as their first taste of leadership action. However, as evidenced in a growing body of literature (Jackson & Parry, 2011), leadership is increasingly being conceived as much more than an assigned formal position. Furthermore, there is some evidence to suggest that formal leadership roles may be presenting barriers for students wishing to access leadership opportunities in a more informal capacity (McNae, 2011). In this conceptual article, we examine the value and nature of informal leadership practices, and from this, identify questions of access to leadership for youth in secondary school settings. Specifically, the aim of our paper is to advance current conceptualisations about youth leadership and to offer future research directions (via questions) to establish a deeper evidence base for better understanding access to leadership for youth. To achieve this, we explore three interrelated themes: leadership practices and accessibility for youth; learning through leadership for youth; youth access and the notion that leadership belongs to everybody. As a result of the platform provided by our conceptualising, a series of questions are presented for future research. Directions for future research relate to understanding more about formal and informal leadership opportunities in the secondary school context, what we will hear when we listen to the student’s voice about access to these opportunities, and how informal leadership opportunities might influence overall access to leadership for students.
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